Knowledge processes in class plans for the english language teaching internship

Abstract

The aim of this paper is to discuss methodological aspects employed in the pedagogical practices that are guided by the literacies theoretical perspective. These practices were produced by pre-service students attending the English teaching internship in Elementary School, in an English teacher education program, from the Federal University of Campina Grande. It was based on Cope and Kalantzis’ (2009), Kalantzis and Cope’s (2005) and Kalantzis, Cope and Pinheiro’s (2020) studies concerning the knowledge processes (experiencing, conceptualising, analysing, applying) by means of which, according to the authors, knowledge is constructed. In order to accomplish such an investigation, class plans produced by intern students were studied with the aim of identifying the type of proposals in each class plan and how these proposals were in tune with those processes. In the analysis, although many of the actions put forward by the pre-service students indicated procedures proper to traditional classes, it was possible to identify knowledge processes that evidenced the creativity and the innovation of the interns, who were immersed in a context of remote education due to the covid-19 pandemic.